UNIVERSITY OF MAINE AT FARMINGTON
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
Teacher’s Name: Mr. Devin C. Boilard Lesson: #1 Facet: Self-Knowledge
Grade Level: 9-Diploma Number of Days: Eight Days
Topic: THE AGE OF ENLIGHTENMENT
PART I:
Objectives
Scholars will understand that the French Revolution was backed by societal and cultural shifts. With the knowledge gained scholars will have a better understanding of the evolution of human thought and theory and how ideas can produce tangible changes in our lives. Scholars will be familiar with the following terms/persons: The Age of Enlightenment, Scientific Method, Social Contract, Encyclopedia of Enlightenment, Salon, Voltaire, John Locke, Isaac Newton, and Jean-Jacques Rousseau)
Product: iMovie
Maine Learning Results (MLR)
Content Area: Social Studies
Standard Label: E. History
Standard: E1 Historical Knowledge, Concepts, Themes, and Patterns
Grade Level Span: Grades 9-Diploma, "The Early Modern World, 1450-1800"
Students understand major eras, major enduring themes, and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
Performance Indicators: A,B,C,D
Rationale: Scholars will gain a full understanding of the Age of Enlightenment and how the original ideas that surfaced at this time inspired universal change. The unit will hint on the repercussions of the era including its influence on the emerging of democratic governments.
Assessments
Pre-Assessment:
Four Corners Inquiry: As a pre-assessment scholars will partake in a Four Corners Inquiry activity in which a multiply choice question will be asked with answers assigned to each corner of the room, scholars will physically place themselves in the corner they believe is associated with the correct response. In order to limit peer-to-peer influence I will allow for a moment of silent reflection at the starting point (middle of the room) after the question is asked, then on my command they will have 5 seconds to place themselves.
Formative (Assessment for Learning):
Section I – checking for understanding during instruction
Scholars will use the Pop-It activity to outline topics, themes, or specific question that they hope are covered in the unit, each idea will be placed on a post-it and have an assigned packing bubble, once that idea is covered they will pop the bubble and cover the post-it with a new one that summarizes the topic or answers the question
Section II – timely feedback for products (self, peer, teacher)
iMovie: Scholars will assess their own work using an assigned rubric that outlines the qualities and key features of exemplary work. I will fill-out the same rubric during the presentation and follow with up with one-on-one verbal feedback while the next group is setting up.
Pecha Kucha: Scholars will use a checklist to ensure that key facts surrounding the life and works of an Enlightenment figure of their choice are included in their Pecha Kuchas. Peers will have identical checklists and fill in the information when it appears for each presentation. If an item/s on the checklist remains blank after the presentation peers will have an opportunity to ask for an answer verbally, if the presenter does not know the answer it will be their obligation to inform the class at its next meeting.
Summative (Assessment of Learning):
iMovie: YouTube has become a format to document the culture of a nation. From pop culture phenomena to well orated speeches on child soldiers; YouTube has offered a venue for self-expression. With this “flashback with technology” assignment scholars will be asked to imagine an 18th century that was equipped with such technology and in turn create their own video that they deem, through accurately capturing the mindset of the era, would have likely aired.
Integration
Technology:
Technology will be integrated through the use of iMovie, allowing students to be flexible with their use of video while still requiring that they be creative with the program features to amplify their meaning. Additionally scholars will use PowerPoint to create a twenty second Pecha Kucha on an enlightenment figure of their choice. Presentation will provide a format that presents information both visually and verbally.
Content Areas:
English: Scholars will be required to use creative writing skills as well as showcase a sufficient knowledge of grammar and punctuation.
Art: Scholars will be expected to produce work that is done creatively and attracts viewers in. All scholars will have to showcase their artistic ability to exceed expectations.
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
Scholars will use a Sequence Chart to timeline important events that occurred leading up to the French Revolution. Through using a Jigsaw activity students will work in groups to study and gain knowledge of a particular Enlightenment philosopher (Voltaire, John Locke, Isaac Newton, and Jean-Jacques Rousseau). Groups will then break off and reconfigure into new pairings that possess a member from each previous group. It will be the reasonability of each scholar to inform their new group of the information they collected about their assigned philosopher.
Section II – Groups and Roles for Product
Through using the Jigsaw activity students will work in groups of 4, selected through playing cards. Groups will be assigned a table that is dedicated to a particular philosopher. Each scholar at the table will be in charge of one resource.* Using Google Docs scholars will compile their information within their group and then answer the question: what was revolutionary about this philosopher? Groups will then break off and reconfigure into new pairings that possess a member from each previous group. Going clockwise from the person whose first name comes alphabetically; scholars will inform their peers of their findings pertaining to their assigned philosopher. This group setting will create an atmosphere that allows for character analysis and as well promote empathy for the figures.
*Role/Resource
Visualizer: Pictures/YouTube
Recorder: Google Docs
Researcher: Original literature of philosopher (Audio)
Background Checker: Biography of philosopher (Book)
Differentiated Instruction
Verbal: Scholars will create a 20by20 Pecha Kucha on an Enlightenment figure of their choice.
Logic: Scholars will use a Sequence Chart to timeline important events that occurred leading up to the French Revolution.
Visual: Scholars will be asked to imagine an 18th century that was equipped with such technology as YouTube and in turn create their own video that they deem, through accurately capturing the mindset of the era, would have likely aired.
Musical: Scholars will listen to a song from the Baroque era and then one from Classical era, based off just audio, scholars will compare and contrast the two pieces and therefore the eras themselves.
Interpersonal: Through using a Jigsaw activity scholars will work in groups to study and gain knowledge of a specific enlightenment philosopher. Groups will then break off and reconfigure into new pairings that posses a member from each previous group and share the information they gathered.
Intrapersonal: Scholars will use the Pop-It activity to outline topics, themes, or specific question that they hope are covered in the unit, each idea will be placed on a post-it and have an assigned packing bubble. Once that idea is covered they will pop the bubble and cover the post-it with a new one that summarizes the topic or answers the question.
Modifications/Accommodations
From IEP’s (Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
Scholars that have occurred an absence will have the opportunity to reference the class Wiki to gain knowledge of what was gone over and discussed in class. Links to the Google Docs created during the Jigsaw activity will be included under the day’s profile. Additional online resources will be listed to allow students to self explore the topics.
Extensions
Type II technology:
Technology will be integrated through the use of iMovie, allowing students to be flexible with their use of video while still requiring that they be creative with the program features to amplify their meaning. Additionally scholars will use PowerPoint to create a twenty second Pecha Kucha presentation that presents information both visually and verbally.
Gifted Students:
Gifted scholars will be given an alternative mission description in regards to the Pecha Kucha. Rather than compile general information in regards to an Enlightenment philosopher they will be tasked with describing what their philosophers new age philosophy was and how it compared to what previous thoughts were on the matter.
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Agenda
Day One:
Hook: Opening Year Hook – iMovie introduction video about myself. (5min)
Video: Multiple Intelligences– Note how this video was created by a high school student in Canada as a class project and that it is now being used in their classroom to educate; use this as a tool to inspire them to create meaningful/accurate/attractive projects. Optional Game: Can you find the one mistake? “Strenths.” (5min)
Top Secret Mission: Write me a letter introducing yourself, please include what the results were of your mission packet and if you agree with them. Due: Next Class (1day).
Day Two:
Music: Scholars will listen to a song from the Baroque era and then one from the Classical era, based off just audio, scholars will compare and contrast the two pieces and therefore the eras themselves. We will listen to a five-minute playlist of Baroque music, scholars will right down single word descriptors of the music on post-it notes. When the song is over the student closest to the fish tank will read aloud their words while posting them on the board, we will continue this process clockwise sorting the words by duplicates and themes to see what stand outs. Repeat process, edits: Classical audio clip, student closest to me, clockwise. (25min)
Class Conversation: What are you hypothesis about each individual era? What makes you say that? Do you think music reflects emotion? Do you think we can make grand assumptions just off listening to music alone? Does music offer us a perspective that other mediums do not? How are the two periods music styles different? How do you think the two periods were different outside of music? What makes you say that? What do you think caused this change? (25min)
Pre-assessment - Four Corners Inquiry: As a pre-assessment students will partake in a Four Corners Inquiry activity in which a multiply choice question will be asked with answers assigned to each corner of the room, students will physically place themselves in the corner they believe is associated with the correct response. In order to limit peer-to-peer influence I will allow for a moment of silent reflection at the starting point (middle of the room) after the question is asked, then on my command they will have 5 seconds to place themselves. (20min)
Pop-it: Students will use the Pop-It activity to outline topics, themes, or specific question that they hope are covered in the unit, each idea will be placed on a post-it and have an assigned packing bubble, once that idea is covered they will pop the bubble and cover the post-it with a new one that summarizes the topic or answers the question (10min)
Top Secret Mission: Write about a significant change in their life and what the catalyst to that change was. Due: Next Class (1day).
Day Three:
Jigsaw: Through using a Jigsaw activity students will work in groups of 4, selected through playing cards. Groups will be assigned a table that is dedicated to a particular philosopher (Voltaire, John Locke, Isaac Newton, and Jean-Jacques Rousseau). Each scholar at the table will be in charge of one resource. Using Google Docs scholars will compile their information within their group and then answer the question: what was revolutionary about this philosopher? Groups will then break off and reconfigure into new pairings that possess a member from each previous group. Going clockwise from the person whose first name comes alphabetically; scholars will inform their peers of their findings pertaining to their assigned philosopher. (60min. 30min per group)
Video: Pecha Kucha Introduction and Mission Introduction. (10min)
Exit Ticket: Select the Enlightenment figure of your choice for your Pecha Kucha, write their name on a piece of paper along with your own and have it approved by me. (10min)
Top Secret Mission: Create your Pecha Kucha. Due: Next Class (3days).
Day Four:
Pecha Kucha Presentations: Scholars will create a 20by20 Pecha Kucha using a checklist to ensure that key facts surrounding the life and works of an Enlightenment figure of their choice are included in their presentation. Peers will have identical checklists and fill in the information when it appears for each presentation. If an item/s on the checklist remains blank after the presentation peers will have an opportunity to ask for an answer verbally; if the presenter does not know the answer it will be their obligation to inform the class at its next meeting and the classes obligation that they hold them to it. I will give verbal feed back immediately after each presentation while the next student sets up. (80min)
Day Five:
Video: iMovie Instructional Video – Scholars will watch on iPads with headphones. (15min)
Video: YouTube Mission – The task description will be created by me using iMovie and will contain a student sample. Scholars will watch on iPads with headphones. The video will conclude showing the teams of two that I preconfigured, the conclusion will note that I paired the two individuals due to a commonalty and 5pts of their final grade is based off them identifying it. It will be my intent with these pairings to configure successful partnerships between two scholars that are active in separate clichés in the hopes of unifying the class. (10min)
Team Time: Teams accomplish on their own. (55min)
Partner Introductions: What skills do you have that will help in the making of this video? What areas do you not do so well in?
Review of Assignment & Rubrics
Brain Storm: Write your proposal on a piece of paper with your team name and have approved by me.
Sign up: Technology Training Form
Top Secret Mission: Work in Progress: iMovie.
Day Six:
Technology Training: Stations will be set up to help students explore iMovie and the recording cameras. Students who have knowledge of the technology will be used as instructors. Station offerings and instructors will be determined by the technology training form. (40min)
Team Time: Work Away. (40min)
Top Secret Mission: Work in Progress: iMovie.
Day Seven:
Team Time: Work Away. (80min)
Top Secret Mission: Work in Progress: iMovie.
Day Eight: Last Day
iMovie Presentations: YouTube has become a format to document the culture of a nation. From pop culture phenomena to well orated speeches on child soldiers; YouTube has offered a venue for self-expression. With this “flashback with technology” mission scholars will be asked to imagine an 18th century that was equipped with such technology and in turn create their own video that they deem, through accurately capturing the mindset of the era, would have likely aired. Students will be assessed using rubrics. (80min)
Top Secret Mission: From your time studying the Age of Enlightenment, fill out the Sequence Chart with what you believe are the key events that influenced the French Revolution. Must be chronologically accurate but event selection is of your own opinion. Due: Next Class (1day).
Classroom Arrangement: On the first day of instruction the class’s desks will be organized in a large U arrangement. Starting on the third day the desks will be arranged in groups of four and will stay in this format for the remainder of the unit.
Students will understand that the French Revolution was backed by societal and cultural shift. Students will use the knowledge gained to have a better understanding of the evolution of human thought and theory and how they produce tangible changes in our lives. Students understand major eras, major enduring themes, and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World. The class hook will be an introduction video about myself that I made using iMovie.
Students will know The Age of Enlightenment, Jean-Jacques Rousseau, Voltaire, (See content notes). Students will use the Pop-It activity to outline topics, themes, or specific question that they hope are covered in the unit, each idea will be placed on a post-it and have an assigned packing bubble, once that idea is covered they will pop the bubble and cover the post-it with a new one that summarizes the topic or answers the question
Through using a Jigsaw activity students will work in groups of 4, selected through playing cards. Groups will be assigned a table that is dedicated to a particular philosopher; each scholar at the table will be in charge of one resource. One scholar will be the Visualizer and report out on what they find on YouTube in the form of clips, they will as well write a description of his features using the picture supplied; another scholar will be the Background Checker and be responsible of skimming through a biography of the philosopher to find general facts; another scholar will be the Researcher who will listen to an audio recording of the philosophers work; the last scholar will be the Recorder and compile the information found on a Google Doc in which they will be responsible to upload to the class wiki. The team will then answer the question: what was revolutionary about this philosopher? Groups will then break off and reconfigure into new pairings that possess a member from each previous group. Going clockwise from the person whose first name comes alphabetically; scholars will inform their peers of their findings pertaining to their assigned philosopher. It is the hopes with this mission that through the study of Enlightenment philosophers students will gain insight into the intellectual reform that was occurring as well as more minute cultural shifts. I will be circulating the room adding additional content, verifying content, and answering questions.
At the end of the unit scholars will fill out a Sequence Chart with what they believe are the key events that influenced the start of the French Revolution. The chart must be chronologically accurate but the events selected are matters of opinion and therefor there are no wrong answers as long as they can be backed up. It is my intent to use the graphic organizer to help connect the Age of Enlightenment to the French Revolution, starting an introduction to the new topic while still making relations to the last.
Scholars will be able to communicate the personal emotions and thought process that where occurring in individuals during the enlightenment era. Scholars will be able to show they recognize the severity of the cultural and societal shifts that occurred surrounding French Revolution through their iMovie presentations. YouTube has become a format to document the culture of a nation. From pop culture phenomena to well orated speeches on child soldiers; YouTube has offered a venue for self-expression. With this “flashback with technology” mission scholars will be asked to imagine an 18th century that was equipped with such technology and in turn create their own video that they deem, through accurately capturing the mindset of the era, would have likely aired. The task description will be created by me using iMovie and will contain a student sample. Scholars will watch on iPads with headphones. The video will conclude showing the teams of two that I preconfigured, the conclusion will note that I paired the two individuals due to a commonalty and 5pts of their final grade is based off them identifying it. It will be my intent with these pairings to configure successful partnerships between two scholars that are active in separate clichés in the hopes of unifying the class. Scholars will assess their own work using an assigned rubric that outlines the qualities and key features of exemplary work. I will fill-out the same rubric during the presentation and follow up with one-on-one verbal feedback while the next group is setting up.
Scholars will create a 20by20 Pecha Kucha using a checklist to ensure that key facts surrounding the life and works of an Enlightenment figure of their choice are included in their presentation. Peers will have identical checklists and fill in the information when it appears for each presentation. If an item/s on the checklist remain blank after the presentation peers will have an opportunity to ask for an answer verbally; if the presenter does not know the answer it will be their obligation to inform the class at its next meeting and the classes obligation that they hold them to it. I will give verbal feed back immediately after each presentation while the next student sets up.
Evaluate, Tailors: Visual, Verbal, Interpersonal
Content Notes
The period of Enlightenment refers to the European culture of the 18th century. This is the period in which the humans became overconfident in human reason and rationality. Philosophers and Scientists came under the thinking thatanything that could not be understood by rational knowledge and the current status of sciences was defied as meaningless or superstitious. Philosophy became very popular among the intellectuals and salons became social hangouts. However, the general concerns were about the practical use of our knowledge.
The Two Fundamental Characteristics of the Philosophy of Enlightenment are:
Faith in the European Reason and human rationality to reject the tradition and the pre-established institutions and thoughts;
Search for the practical, useful knowledge as the power to control nature.
Philosophers:
Voltaire: (François-Marie Arouet)
(November 21,1694 – May 30,1778)
A French Enlightenment writer, historian, and philosopher; famous for his wit, his attacks on the established Catholic Church, and his advocacy of freedom of religion, freedom of expression, and separation of church and state.
John Locke
(August 29, 1632 – October 28,1704)
Widely known as the Father of Classical Liberalism, was an English philosopher and physician regarded as one of the most influential of Enlightenment thinkers.
Jean-Jacques Rousseau
(June 28,1712 – July 2, 1778)
A philosopher, writer, and composer; his political philosophy influenced the French revolution as well as the overall development of modern political, sociological, and educational thought.
Sir Isaac Newton:
(December 25,1642 – March 20,1727)
An English physicist and mathematician who is widely regarded as one of the most influential scientists of all time due to his position as a key figure in the scientific revolution.
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: Clipboards will find comfort in the class Wiki which outlines activities and mission specifics for the enter unit. Additionally each project, though open ended with its topic, will be introduced with clarity and detail.
Microscope: The Age of Enlightenment has some very dense content in the way of philosophy; Microscopes will have the opportunity to really analyze text during the Jigsaw activity and further throughout the unit.
Puppy: The first day of class is really geared for a Puppy. Through the introduction of myself with iMovie and the Multiple Intelligence survey, I will bring a personable feeling to the lesson that shows I value my classroom as a safe place.
Beach Ball: Both of the projects assigned for this unit have open-ended topics. When it comes to the specific topic of an assignment I value a scholars personal interests; I want them to enjoy themselves when dealing with all matters of school. Beach Balls will love the numerous possibilities my projects will allow them.
Rationale: The overall atmosphere of the classroom, amplified through first day interactions as well as partner selections, creates a conducive environment for exploration and creativity to blossom. The structure of time and strong modes of communication will supply the foundation for learning.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
Scholars will use the Pop-It activity to outline topics, themes, or specific question that they hope are covered in the unit, each idea will be placed on a post-it and have an assigned packing bubble, once that idea is covered they will pop the bubble and cover the post-it with a new one that summarizes the topic or answers the question
Summative:
iMovie: YouTube has become a format to document the culture of a nation. From pop culture phenomena to well orated speeches on child soldiers; YouTube has offered a venue for self-expression. With this “flashback with technology” assignment scholars will be asked to imagine an 18th century that was equipped with such technology and in turn create their own video that they deem, through accurately capturing the mindset of the era, would have likely aired.
Rationale:
The Pop-it activity gives scholars an opportunity to create goals for the unit and allows them to note clear achievement of learning. The iMovie assignment requires heavy reflection on the part of the scholar through the use of the rubric, as well, the clearly stated topics and level of achievement within the rubric will give both teacher and student a reflection of strength and weakness.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
(See Content Notes)
Maine Learning Results:
Content Area: Social Studies
Standard Label: E. History
Standard: E1 Historical Knowledge, Concepts, Themes, and Patterns
Grade Level Span: Grades 9-Diploma, "The Early Modern World, 1450-1800"
Students understand major eras, major enduring themes, and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
Performance Indicators: A,B,C,D
Facet: Self Knowledge
Rationale: Students will be asked to think critically and with an open mind in order to better help them to recognize and connect with the philosophies of The Age of Enlightenment.
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Verbal: Scholars will create a 20by20 Pecha Kucha on an Enlightenment figure of their choice.
Logic: Scholars will use a Sequence Chart to timeline important events that occurred leading up to the French Revolution.
Visual: Scholars will be asked to imagine an 18th century that was equipped with such technology as YouTube and in turn create their own video that they deem, through accurately capturing the mindset of the era, would have likely aired.
Musical: Scholars will listen to a song from the Baroque era and then one from Classical era, based off just audio, scholars will compare and contrast the two pieces and therefore the eras themselves.
Interpersonal: Through using a Jigsaw activity scholars will work in groups to study and gain knowledge of a specific enlightenment philosopher. Groups will then break off and reconfigure into new pairings that posses a member from each previous group and share the information they gathered.
Intrapersonal: Scholars will use the Pop-It activity to outline topics, themes, or specific question that they hope are covered in the unit, each idea will be placed on a post-it and have an assigned packing bubble. Once that idea is covered they will pop the bubble and cover the post-it with a new one that summarizes the topic or answers the question.
Type II Technology:
Technology will be integrated through the use of iMovie, allowing students to be flexible with their use of video while still requiring that they be creative with the program features to amplify their meaning. Additionally scholars will use PowerPoint to create a twenty second Pecha Kucha presentation that presents information both visually and verbally.
Rationale: This classroom is home to all types of learners; this is expressed through the incorporation of a range of mediums to communicate class information.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: Scholars will show creativity in the choices they make in regards to their iMovie. During the Jigsaw activity scholars will exhibit their ability to collaborate with their peers to produce a reflective piece of work.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale:
This lesson plan is rich in differentiation in both how students are assessed and asked to learn allowing for equal opportunity of expression for all learners. Rich learning environments are created and supported thanks to the integration of technology.
UNIVERSITY OF MAINE AT FARMINGTON
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
Teacher’s Name: Mr. Devin C. Boilard Lesson: #1 Facet: Self-Knowledge
Grade Level: 9-Diploma Number of Days: Eight Days
Topic: THE AGE OF ENLIGHTENMENT
PART I:
Objectives
Scholars will understand that the French Revolution was backed by societal and cultural shifts. With the knowledge gained scholars will have a better understanding of the evolution of human thought and theory and how ideas can produce tangible changes in our lives. Scholars will be familiar with the following terms/persons: The Age of Enlightenment, Scientific Method, Social Contract, Encyclopedia of Enlightenment, Salon, Voltaire, John Locke, Isaac Newton, and Jean-Jacques Rousseau)
Product: iMovie
Maine Learning Results (MLR)
Content Area: Social Studies
Standard Label: E. History
Standard: E1 Historical Knowledge, Concepts, Themes, and Patterns
Grade Level Span: Grades 9-Diploma, "The Early Modern World, 1450-1800"
Students understand major eras, major enduring themes, and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
Performance Indicators: A,B,C,D
Rationale: Scholars will gain a full understanding of the Age of Enlightenment and how the original ideas that surfaced at this time inspired universal change. The unit will hint on the repercussions of the era including its influence on the emerging of democratic governments.
Assessments
Pre-Assessment:
Four Corners Inquiry: As a pre-assessment scholars will partake in a Four Corners Inquiry activity in which a multiply choice question will be asked with answers assigned to each corner of the room, scholars will physically place themselves in the corner they believe is associated with the correct response. In order to limit peer-to-peer influence I will allow for a moment of silent reflection at the starting point (middle of the room) after the question is asked, then on my command they will have 5 seconds to place themselves.
Formative (Assessment for Learning):
Section I – checking for understanding during instruction
Scholars will use the Pop-It activity to outline topics, themes, or specific question that they hope are covered in the unit, each idea will be placed on a post-it and have an assigned packing bubble, once that idea is covered they will pop the bubble and cover the post-it with a new one that summarizes the topic or answers the question
Section II – timely feedback for products (self, peer, teacher)
Summative (Assessment of Learning):
iMovie: YouTube has become a format to document the culture of a nation. From pop culture phenomena to well orated speeches on child soldiers; YouTube has offered a venue for self-expression. With this “flashback with technology” assignment scholars will be asked to imagine an 18th century that was equipped with such technology and in turn create their own video that they deem, through accurately capturing the mindset of the era, would have likely aired.
Integration
Technology:
Technology will be integrated through the use of iMovie, allowing students to be flexible with their use of video while still requiring that they be creative with the program features to amplify their meaning. Additionally scholars will use PowerPoint to create a twenty second Pecha Kucha on an enlightenment figure of their choice. Presentation will provide a format that presents information both visually and verbally.
Content Areas:
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
Scholars will use a Sequence Chart to timeline important events that occurred leading up to the French Revolution. Through using a Jigsaw activity students will work in groups to study and gain knowledge of a particular Enlightenment philosopher (Voltaire, John Locke, Isaac Newton, and Jean-Jacques Rousseau). Groups will then break off and reconfigure into new pairings that possess a member from each previous group. It will be the reasonability of each scholar to inform their new group of the information they collected about their assigned philosopher.
Section II – Groups and Roles for Product
Through using the Jigsaw activity students will work in groups of 4, selected through playing cards. Groups will be assigned a table that is dedicated to a particular philosopher. Each scholar at the table will be in charge of one resource.* Using Google Docs scholars will compile their information within their group and then answer the question: what was revolutionary about this philosopher? Groups will then break off and reconfigure into new pairings that possess a member from each previous group. Going clockwise from the person whose first name comes alphabetically; scholars will inform their peers of their findings pertaining to their assigned philosopher. This group setting will create an atmosphere that allows for character analysis and as well promote empathy for the figures.
*Role/Resource
Visualizer: Pictures/YouTube
Recorder: Google Docs
Researcher: Original literature of philosopher (Audio)
Background Checker: Biography of philosopher (Book)
Differentiated Instruction
Verbal: Scholars will create a 20by20 Pecha Kucha on an Enlightenment figure of their choice.
Logic: Scholars will use a Sequence Chart to timeline important events that occurred leading up to the French Revolution.
Visual: Scholars will be asked to imagine an 18th century that was equipped with such technology as YouTube and in turn create their own video that they deem, through accurately capturing the mindset of the era, would have likely aired.
Musical: Scholars will listen to a song from the Baroque era and then one from Classical era, based off just audio, scholars will compare and contrast the two pieces and therefore the eras themselves.
Interpersonal: Through using a Jigsaw activity scholars will work in groups to study and gain knowledge of a specific enlightenment philosopher. Groups will then break off and reconfigure into new pairings that posses a member from each previous group and share the information they gathered.
Intrapersonal: Scholars will use the Pop-It activity to outline topics, themes, or specific question that they hope are covered in the unit, each idea will be placed on a post-it and have an assigned packing bubble. Once that idea is covered they will pop the bubble and cover the post-it with a new one that summarizes the topic or answers the question.
Modifications/Accommodations
From IEP’s (Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
Scholars that have occurred an absence will have the opportunity to reference the class Wiki to gain knowledge of what was gone over and discussed in class. Links to the Google Docs created during the Jigsaw activity will be included under the day’s profile. Additional online resources will be listed to allow students to self explore the topics.
Extensions
Type II technology:
Technology will be integrated through the use of iMovie, allowing students to be flexible with their use of video while still requiring that they be creative with the program features to amplify their meaning. Additionally scholars will use PowerPoint to create a twenty second Pecha Kucha presentation that presents information both visually and verbally.
Gifted Students:
Gifted scholars will be given an alternative mission description in regards to the Pecha Kucha. Rather than compile general information in regards to an Enlightenment philosopher they will be tasked with describing what their philosophers new age philosophy was and how it compared to what previous thoughts were on the matter.
Materials, Resources and Technology
Source for Lesson Plan and Research
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Agenda
Day One:
Top Secret Mission: Write me a letter introducing yourself, please include what the results were of your mission packet and if you agree with them. Due: Next Class (1day).
Day Two:
Top Secret Mission: Write about a significant change in their life and what the catalyst to that change was. Due: Next Class (1day).
Day Three:
Top Secret Mission: Create your Pecha Kucha. Due: Next Class (3days).
Day Four:
Day Five:
Top Secret Mission: Work in Progress: iMovie.
Day Six:
Top Secret Mission: Work in Progress: iMovie.
Day Seven:
Top Secret Mission: Work in Progress: iMovie.
Day Eight: Last Day
Top Secret Mission: From your time studying the Age of Enlightenment, fill out the Sequence Chart with what you believe are the key events that influenced the French Revolution. Must be chronologically accurate but event selection is of your own opinion. Due: Next Class (1day).
Classroom Arrangement: On the first day of instruction the class’s desks will be organized in a large U arrangement. Starting on the third day the desks will be arranged in groups of four and will stay in this format for the remainder of the unit.
Students will understand that the French Revolution was backed by societal and cultural shift. Students will use the knowledge gained to have a better understanding of the evolution of human thought and theory and how they produce tangible changes in our lives. Students understand major eras, major enduring themes, and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World. The class hook will be an introduction video about myself that I made using iMovie.
Where, Why, What, Hook, Tailor: Verbal, Visual, Musical, Interpersonal
Students will know The Age of Enlightenment, Jean-Jacques Rousseau, Voltaire, (See content notes). Students will use the Pop-It activity to outline topics, themes, or specific question that they hope are covered in the unit, each idea will be placed on a post-it and have an assigned packing bubble, once that idea is covered they will pop the bubble and cover the post-it with a new one that summarizes the topic or answers the question
Through using a Jigsaw activity students will work in groups of 4, selected through playing cards. Groups will be assigned a table that is dedicated to a particular philosopher; each scholar at the table will be in charge of one resource. One scholar will be the Visualizer and report out on what they find on YouTube in the form of clips, they will as well write a description of his features using the picture supplied; another scholar will be the Background Checker and be responsible of skimming through a biography of the philosopher to find general facts; another scholar will be the Researcher who will listen to an audio recording of the philosophers work; the last scholar will be the Recorder and compile the information found on a Google Doc in which they will be responsible to upload to the class wiki. The team will then answer the question: what was revolutionary about this philosopher? Groups will then break off and reconfigure into new pairings that possess a member from each previous group. Going clockwise from the person whose first name comes alphabetically; scholars will inform their peers of their findings pertaining to their assigned philosopher. It is the hopes with this mission that through the study of Enlightenment philosophers students will gain insight into the intellectual reform that was occurring as well as more minute cultural shifts. I will be circulating the room adding additional content, verifying content, and answering questions.
At the end of the unit scholars will fill out a Sequence Chart with what they believe are the key events that influenced the start of the French Revolution. The chart must be chronologically accurate but the events selected are matters of opinion and therefor there are no wrong answers as long as they can be backed up. It is my intent to use the graphic organizer to help connect the Age of Enlightenment to the French Revolution, starting an introduction to the new topic while still making relations to the last.
Equip, Explore, Rethink, Tailors: Interpersonal, Visual, Logical, Verbal, Intrapersonal
Scholars will be able to communicate the personal emotions and thought process that where occurring in individuals during the enlightenment era. Scholars will be able to show they recognize the severity of the cultural and societal shifts that occurred surrounding French Revolution through their iMovie presentations. YouTube has become a format to document the culture of a nation. From pop culture phenomena to well orated speeches on child soldiers; YouTube has offered a venue for self-expression. With this “flashback with technology” mission scholars will be asked to imagine an 18th century that was equipped with such technology and in turn create their own video that they deem, through accurately capturing the mindset of the era, would have likely aired. The task description will be created by me using iMovie and will contain a student sample. Scholars will watch on iPads with headphones. The video will conclude showing the teams of two that I preconfigured, the conclusion will note that I paired the two individuals due to a commonalty and 5pts of their final grade is based off them identifying it. It will be my intent with these pairings to configure successful partnerships between two scholars that are active in separate clichés in the hopes of unifying the class. Scholars will assess their own work using an assigned rubric that outlines the qualities and key features of exemplary work. I will fill-out the same rubric during the presentation and follow up with one-on-one verbal feedback while the next group is setting up.
Explore, Experience, Rethink, Revise, Refine, Tailors: Visual, Verbal, Interpersonal
Scholars will create a 20by20 Pecha Kucha using a checklist to ensure that key facts surrounding the life and works of an Enlightenment figure of their choice are included in their presentation. Peers will have identical checklists and fill in the information when it appears for each presentation. If an item/s on the checklist remain blank after the presentation peers will have an opportunity to ask for an answer verbally; if the presenter does not know the answer it will be their obligation to inform the class at its next meeting and the classes obligation that they hold them to it. I will give verbal feed back immediately after each presentation while the next student sets up.
Evaluate, Tailors: Visual, Verbal, Interpersonal
Content Notes
Philosophers:
(November 21,1694 – May 30,1778)
A French Enlightenment writer, historian, and philosopher; famous for his wit, his attacks on the established Catholic Church, and his advocacy of freedom of religion, freedom of expression, and separation of church and state.
(August 29, 1632 – October 28,1704)
Widely known as the Father of Classical Liberalism, was an English philosopher and physician regarded as one of the most influential of Enlightenment thinkers.
(June 28,1712 – July 2, 1778)
A philosopher, writer, and composer; his political philosophy influenced the French revolution as well as the overall development of modern political, sociological, and educational thought.
(December 25,1642 – March 20,1727)
An English physicist and mathematician who is widely regarded as one of the most influential scientists of all time due to his position as a key figure in the scientific revolution.
Terms:
Handouts
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: Clipboards will find comfort in the class Wiki which outlines activities and mission specifics for the enter unit. Additionally each project, though open ended with its topic, will be introduced with clarity and detail.
Microscope: The Age of Enlightenment has some very dense content in the way of philosophy; Microscopes will have the opportunity to really analyze text during the Jigsaw activity and further throughout the unit.
Puppy: The first day of class is really geared for a Puppy. Through the introduction of myself with iMovie and the Multiple Intelligence survey, I will bring a personable feeling to the lesson that shows I value my classroom as a safe place.
Beach Ball: Both of the projects assigned for this unit have open-ended topics. When it comes to the specific topic of an assignment I value a scholars personal interests; I want them to enjoy themselves when dealing with all matters of school. Beach Balls will love the numerous possibilities my projects will allow them.
Rationale: The overall atmosphere of the classroom, amplified through first day interactions as well as partner selections, creates a conducive environment for exploration and creativity to blossom. The structure of time and strong modes of communication will supply the foundation for learning.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
Scholars will use the Pop-It activity to outline topics, themes, or specific question that they hope are covered in the unit, each idea will be placed on a post-it and have an assigned packing bubble, once that idea is covered they will pop the bubble and cover the post-it with a new one that summarizes the topic or answers the question
Summative:
iMovie: YouTube has become a format to document the culture of a nation. From pop culture phenomena to well orated speeches on child soldiers; YouTube has offered a venue for self-expression. With this “flashback with technology” assignment scholars will be asked to imagine an 18th century that was equipped with such technology and in turn create their own video that they deem, through accurately capturing the mindset of the era, would have likely aired.
Rationale:
The Pop-it activity gives scholars an opportunity to create goals for the unit and allows them to note clear achievement of learning. The iMovie assignment requires heavy reflection on the part of the scholar through the use of the rubric, as well, the clearly stated topics and level of achievement within the rubric will give both teacher and student a reflection of strength and weakness.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
(See Content Notes)
Maine Learning Results:
Content Area: Social Studies
Standard Label: E. History
Standard: E1 Historical Knowledge, Concepts, Themes, and Patterns
Grade Level Span: Grades 9-Diploma, "The Early Modern World, 1450-1800"
Students understand major eras, major enduring themes, and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
Performance Indicators: A,B,C,D
Facet: Self Knowledge
Rationale: Students will be asked to think critically and with an open mind in order to better help them to recognize and connect with the philosophies of The Age of Enlightenment.
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Verbal: Scholars will create a 20by20 Pecha Kucha on an Enlightenment figure of their choice.
Logic: Scholars will use a Sequence Chart to timeline important events that occurred leading up to the French Revolution.
Visual: Scholars will be asked to imagine an 18th century that was equipped with such technology as YouTube and in turn create their own video that they deem, through accurately capturing the mindset of the era, would have likely aired.
Musical: Scholars will listen to a song from the Baroque era and then one from Classical era, based off just audio, scholars will compare and contrast the two pieces and therefore the eras themselves.
Interpersonal: Through using a Jigsaw activity scholars will work in groups to study and gain knowledge of a specific enlightenment philosopher. Groups will then break off and reconfigure into new pairings that posses a member from each previous group and share the information they gathered.
Intrapersonal: Scholars will use the Pop-It activity to outline topics, themes, or specific question that they hope are covered in the unit, each idea will be placed on a post-it and have an assigned packing bubble. Once that idea is covered they will pop the bubble and cover the post-it with a new one that summarizes the topic or answers the question.
Type II Technology:
Technology will be integrated through the use of iMovie, allowing students to be flexible with their use of video while still requiring that they be creative with the program features to amplify their meaning. Additionally scholars will use PowerPoint to create a twenty second Pecha Kucha presentation that presents information both visually and verbally.
Rationale: This classroom is home to all types of learners; this is expressed through the incorporation of a range of mediums to communicate class information.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: Scholars will show creativity in the choices they make in regards to their iMovie. During the Jigsaw activity scholars will exhibit their ability to collaborate with their peers to produce a reflective piece of work.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale:
This lesson plan is rich in differentiation in both how students are assessed and asked to learn allowing for equal opportunity of expression for all learners. Rich learning environments are created and supported thanks to the integration of technology.